Embedding questions : the pursuit of a common measure in uncommon tests / Committee on Embedding Common Test Items in State and District Assessments, Board on Testing and Assessment, Commission on Behavioral and Social Sciences and Education, National Research Council ; Daniel M. Koretz, Meryl W. Bertenthal, Bert F. Green, editors.

Format:

Book

Author/Creator:

National Research Council (U.S.). Committee on Embedding Common Test Items in State and District Assessments.

Contributor:

Koretz, Daniel M.

Bertenthal, Meryl W.

Green, Bert F.

Language:

English

Subjects (All):

Educational tests and measurements--United States.

Educational tests and measurements.

Education and state--United States.

Education and state.

Physical Description:

xiv, 82 p. : ill.

Edition:

1st ed.

Place of Publication:

Washington, DC : National Academy Press, c1999.

Language Note:

English

Summary:

Policy makers are caught between two powerful forces in relation to testing in America's schools. One is increased interest on the part of educators, reinforced by federal requirements, in developing tests that accurately reflect local educational standards and goals. The other is a strong push to gather information about the performance of students and schools relative to national and international standards and norms. The difficulty of achieving these two goals simultaneously is exacerbated by both the long-standing American tradition of local control of education and the growing public sentiment that students already take enough tests. Finding a solution to this dilemma has been the focus of numerous debates surrounding the Voluntary National Tests proposed by President Clinton in his 1997 State of the Union address. It was also the topic of a congressionally mandated 1998 National Research Council report (Uncommon Measures: Equivalence and Linkage Among Educational Tests), and was touched upon in a U.S. General Accounting Office report (Student Testing: Issues Related to Voluntary National Mathematics and Reading Tests). More recently, Congress asked the National Research Council to determine the technical feasibility, validity, and reliability of embedding test items from the National Assessment of Educational Progress or other tests in state and district assessments in 4th-grade reading and 8th-grade mathematics for the purpose of developing a valid measure of student achievement within states and districts and in terms of national performance standards or scales. This report is the response to that congressional mandate.

Contents:

Front Matter

Acknowledgments

Contents

Executive Summary

1 Introduction: History and Context

2 Environment for Embedding: Technical Issues

3 Three Designs for Embedding

4 Common Measuresfor Purposes Other Than Individual Scores

5 Conclusions

References

Glossary

Biographical Sketches of Committee Members and Staff.

Notes:

Bibliographic Level Mode of Issuance: Monograph

Includes bibliographical references (p. 67-72).

ISBN:

9780309172653

0309172659

9780309513968

0309513960

OCLC:

817958644